Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool

Purpose This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework. Design/methodology/approach This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students. Findings This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool. Originality/value This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.